3 Iona Road, Havelock North
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Woodford House
Te Ara Huarau | School Profile Report
Background
This Profile Report was written within 14 months of the Education Review Office and Woodford House working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Woodford House is a Special Character Year 7-13 Anglican Boarding and Day School for girls situated in Havelock North, Hawke’s Bay. The school has 128 years of history founded on Christian principles and values, with a Special Character focus on shaping the head, heart and hands of every girl. The school’s vision for each student is that “her light will shine.”
Woodford House’s strategic priorities for improving outcomes for learners are:
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Love of Learning: consistently achieving outstanding academic outcomes and enabling every student to become confident, caring and ethical young people
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Respectful Relationships: provide a nurturing, safe, inclusive and positive environment that honours and respects gender, cultural and ethnic diversity
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Faithful Stewardship: develop courageous, creative, ethical and innovative thinkers.
You can find a copy of the school’s strategic and annual plan on Woodford House’s website.
ERO and the school are working together to evaluate to what extent the school provides an inclusive environment that supports all learners, including Māori and learners with diverse needs, to achieve their potential.
The rationale for selecting this evaluation is:
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the focus aligns to the schools’ strategic priorities that promote excellence and equity that are inclusive of all learners
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the light it will shine on how each learner can be supported to achieve their full potential
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the opportunity it provides to strengthen partnerships with whānau and further develop cultural responsiveness.
The school expects to see:
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all learners achieving success in a school learning climate that is consistently positive and culturally responsive
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all learners enabled to reach their potential, supported by school conditions that strategically support the learner
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rich, learning contexts that are inclusive of diverse learning needs and strengthened programmes to meet those needs.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate to what extent the school provides an inclusive environment that supports all learners, including Māori and learners with diverse needs, to achieve their potential:
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evidence-based data informs and supports each learner to meet their potential and effective systems and practices are in place to ensure each student is a name, not a number, from arrival to graduation
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strategic leadership fosters a highly successful learning community. The clearly articulated vision for the school, the focus on excellence and equity, and a shared moral purpose amongst stakeholders, ensures consistent delivery of high-quality learning outcomes
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the school is committed to giving effect to Te Tiriti o Waitangi, embedded across the school’s charter, strategic direction and planning
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evaluation, inquiry and knowledge building are embedded in policies, practice, systems and processes that collectively express how the school plans for and realizes its vision, values and goals and targets.
Where to next?
Moving forward, the school will prioritise:
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strengthening whānau partnerships to further build cultural responsiveness and an inclusive learning climate
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professional learning opportunities with a strategic focus for all staff on cultural responsiveness and diverse learning needs.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
7 October 2022
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Woodford House
Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024
As of June 2022, the Woodford House Board of Trustees has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Further Information
For further information please contact Woodford House Board of Trustees.
The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
7 October 2022
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Woodford House
Provision for International Students Report
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
At the time of this review there were 14 international students attending the school, and no exchange students.
Self-review is well embedded and supports positive change to best meet international students’ needs. A wide range of feedback from all stakeholders is used effectively to inform the quality of provision for international students. Information about international students’ progress and achievement is incorporated into school reviews and reports to the board. There is a focus on global citizenship and diversity is valued and celebrated.
Academic programmes are flexible to individual needs and preferred pathways. There is access to the full range of the curriculum and students are well supported in their learning and English learning needs to achieve their goals and aspirations.
High quality pastoral care, with a range of effective processes and systems in place, supports student wellbeing, particularly throughout the Covid pandemic. International students are well supported within the school boarding houses and there is ongoing support and encouragement for students to participate fully in the wider life of the school. Students spoken to by ERO appreciated the inclusive, caring culture they experience and the wide range of opportunities available to them.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
7 October 2022
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Woodford House
ERO Hostel Report
Background
The Chief Review Officer has the authority to carry out reviews (which may be general or in relation to particular matters) of the provision of a safe physical and emotional environment that supports learning for students accommodated in hostels under section 470 of the Education and Training Act 2020. This function is delegated to review officers who have the powers to enter and carry out review of hostels under section 472 of the Act.
Findings
The hostel manager and the hostel owner have attested in the Hostel Assurance Statement that they meet the requirements of the Hostel Regulations 2005.
Boarders are provided with a supportive home-like environment that focuses on wellbeing. Effective systems and processes support pastoral care practices that reflect the restorative school approach. There is clear alignment and consistent communication between the Hostel and the school that ensures individual needs are known and responded to effectively. Access to school facilities and activities provide boarders with a wide range of opportunities that cater for all interests.
The five boarding houses provide for different year levels with upgraded facilities that include a variety of spaces and provision for meeting student needs. Boarders spoken to by ERO have a strong sense of connection to the school and each other. Leadership opportunities are aspired to, and “big sister” relationships are valued by both junior and senior students.
Learning is well supported with independence and responsibility fostered and encouraged at age-appropriate levels. Student feedback is sought and acted on as part of an effective process of self-review that is well aligned to improvement focused strategic planning.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
7 October 2022
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Woodford House - 25/09/2014
Findings
Students experience high levels of success academically, as well as in sporting, cultural and spiritual spheres. Teachers focus on supporting students as lifelong learners. A strong emphasis on wellbeing is evident. Relationships are respectful and interactions warm and friendly. Leaders and trustees have high expectations, based on firmly held and articulated values.
ERO is likely to carry out the next review in four-to-five years.
1. Context
What are the important features of this school that have an impact on student learning?
Woodford House is a state integrated girls’ school in Havelock North. It provides education for almost 300 students from Years 7 to 13, and over half board in the hostel. Eight percent of students identify as Māori.
The school has a close affiliation with the Anglican Diocese of Waiapu. It offers an holistic education based on the four ‘cornerstones’ of academia, sport, culture and spirituality. Its underpinning ethos of service spans several generations of young women. Small classes and a family atmosphere are special features of the learning environment.
Since the September 2011 ERO report, a new deputy principal, three new heads of department and a new director of boarding have been appointed. Staffing in the boarding houses has also been reviewed and restructured.
A key element in the school’s continuing strategic progress is the integration of digital technologies into teaching and learning. In particular, the introduction of a schoolwide information and communication tool (Woodbook) has opened up a wide range of opportunities for enhanced engagement and learning. Other significant developments include ongoing refinement of pastoral care processes and changes to the curriculum to reflect students’ evolving needs.
Leaders and trustees have effectively addressed the areas for further development identified in the previous ERO report. Systems for evaluating the effectiveness of programmes and initiatives are well established.
2. Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Teachers and leaders use achievement information deliberately and purposefully to improve students’ engagement, progress and achievement.
A range of reliable assessment data is gathered, analysed and used to identify students’ needs and strengths. Specific strategies are developed to respond to what the school knows about learners, to track progress over time and to monitor the impact of initiatives to improve outcomes. The diverse needs register informs the successful implementation of actions to promote the learning of individual students.
Achievement information is further used to review, evaluate, modify and improve teaching and learning programmes.
Students are highly engaged as active learners. The use of digital technologies contributes to increased knowledge about their own progress, and guides goal-setting and planning next steps. Form teachers have begun to extend their role as ‘learning coaches’. This innovation is a work in progress.
Senior students perform well in the National Certificates of Educational Achievement (NCEAs). In 2013, results exceeded the overall percentages for comparable schools nationally. All Year 13 students gained both NCEA Level 3 and University Entrance, and eight New Zealand Scholarships were achieved across five subjects. The target for Māori students to achieve as well as, or better than their peers in the school, was met at all NCEA Levels. The small number of Pacific students also performed successfully in the NCEAs.
In Years 7 to 10, targeted initiatives result in accelerated progress and improved outcomes for most students. The success of these measures was demonstrated in the 2013 NCEA Level 1 results, which showed the positive impact of support provided to students on the diverse needs register. Deep analysis of achievement patterns and trends in the junior school should be further strengthened, to increase leaders’ knowledge about the progress of groups of students over time.
Parents and whānau receive full and useful information about students’ achievement through a variety of channels: reports, learning conferences, portfolios and the parent portal on Woodbook.
Trustees are well informed about student achievement. They receive regular reports from the principal, senior leaders and heads of department. This information is used to review progress towards goals and targets, and to guide decision-making at board level.
3. Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school curriculum effectively supports and promotes student learning.
Teaching and learning are closely aligned with the principles of The New Zealand Curriculum. Programmes are underpinned by high expectations, with shared values, understandings and priorities. Areas of the curriculum are systematically reviewed to ensure that they meet diverse and changing student needs.
Leaders clearly articulate and highlight the value of the school as a learning community. Teachers focus on implementing classroom practices that increase students’ ownership of, and responsibility for, their own progress as lifelong learners. The importance of independent, self-managed learning is well understood by students and teachers schoolwide.
The mapping of a cohesive learning pathway from Years 7 to 13 is underway. ERO affirms leaders’ plan for continued development, implementation and embedding of this initiative.
Teachers are effectively supported to continuously improve outcomes for students. Professional learning and development programmes are highly collegial and reflect school priorities. Teachers inquire into the impact of strategies used to promote students’ engagement, accelerate learning and promote progress. They set goals that contribute to department targets and individual professional growth.
To increase the value and impact of their inquiries, leaders and teachers should strengthen their definition of outcomes. Formal documentation of what effectiveness or success would look like is likely to provide clearer measures against which to evaluate programmes, strategies and initiatives.
A strong emphasis on wellbeing is evident. Pastoral care staff and processes provide a sound platform for learning and positive personal growth. Relationships are respectful and interactions warm and friendly.
How effectively does the school promote educational success for Māori, as Māori?
Māori students are highly successful across all four of the school’s cornerstone areas.
Students spoken with by ERO expressed enthusiasm for and appreciation of the school’s initiatives to raise the profile of te ao Māori. They warmly value the mentoring provided by key staff. Student and whānau voice is regularly sought and responded to.
Teachers should continue to build their confidence and knowledge of te reo me ngā tikanga Māori, and reflect on how they can incorporate culturally responsive practices more meaningfully into their programmes.
4. Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is very well placed to sustain and improve its performance.
The traditional values are well embedded. The ethos of “the Woodford family” permeates all aspects of life at the school, providing a solid foundation for students’ learning and wellbeing.
Effective leadership is a key factor in the school’s successes. The principal provides strong professional leadership with a clear strategic vision. Change is managed through a measured, collaborative approach. The principal is well assisted by the senior leadership team, who have clearly defined roles and responsibilities that reflect their strengths. The leadership capability of staff is fostered and supported. Sound appraisal processes effectively promote ongoing professional growth and strategic development.
Decision-making and planning at board and management levels are firmly based on a multi-layered approach to self review. Deeper analysis and reporting of achievement information, particularly for Years 7 to 10, should enable leaders and trustees to set more specific targets for identified groups of diverse learners. This tighter focus should strengthen the development and evaluation of responses, strategies and actions to raise the achievement of priority learners.
Strategic and annual planning is robust and cohesive. Development areas are linked to key priorities, with an explicit focus on sustainable change.
Provision for international students
The school is signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
ERO’s investigations confirm that students are well supported. They receive high quality pastoral care and English language learning.
At the time of this review there were 10 international students attending the school. With increasing numbers, the school has created new staff roles and further developed programmes for these students.
The school’s self-review processes in this area are evolving. The next step is to incorporate information about international students’ progress and achievement into school reviews and reports to the board.
Provision for students in the school hostel
The five school hostels accommodate 167 students, 56% of the school roll. They are owned by a board of proprietors, who have attested that all the requirements of Hostel Regulations are met.
Management is overseen by a boarding manager and boarding supervisors.
Students are currently accommodated in year level groups. They may be full, or weekly boarders.
Students continue to receive high quality pastoral care. Robust systems and processes monitor their health and safety.
The school’s self review of boarding is comprehensive and improvement focused. Students have many opportunities to contribute to decision-making.
Innovations and changes since ERO’s previous review include closer links between hostel operations and the day school, a new approach to ‘prep’, further promotion of independent living for Year 13 students, and greater flexibility in boarding arrangements for day girls.
Board assurance on legal requirements
Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
- board administration
- curriculum
- management of health, safety and welfare
- personnel management
- financial management
- asset management.
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
- emotional safety of students (including prevention of bullying and sexual harassment)
- physical safety of students
- teacher registration
- processes for appointing staff
- stand-downs, suspensions, expulsions and exclusions
- attendance.
Conclusion
Students experience high levels of success academically, as well as in sporting, cultural and spiritual spheres. Teachers focus on supporting students as lifelong learners. A strong emphasis on wellbeing is evident. Relationships are respectful and interactions warm and friendly. Leaders and trustees have high expectations, based on firmly held and articulated values.
ERO is likely to carry out the next review in four-to-five years.
Joyce Gebbie National Manager Review Services Central Region
25 September 2014
About the School
Location |
Havelock North, Hawke’s Bay |
|
Ministry of Education profile number |
225 |
|
School type |
State Integrated Secondary (Years 7 to 13) |
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School roll |
297 |
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Number of international students |
10 |
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Gender composition |
Female 100% |
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Ethnic composition |
NZ European/ Pākehā Māori Other ethnic groups |
85% 2% 13% |
Special Features |
Boarding hostel |
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Review team on site |
August 2014 |
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Date of this report |
25 September 2014 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
September 2011 June 2005 August 2002 |